Course Objectives
Students successfully completing this course will be able to:
•
describe and compare important facts, concepts, and theories pertaining to U.S.
government and politics
•
explain typical patterns of political processes and behavior and their

consequences (including the components of political behavior, the principles

used to explain or justify various government structures and procedures, and the

political effects of these structures and procedures)
•
interpret basic data relevant to U.S. government and politics (including data

presented in charts, tables, and other formats)
•
critically analyze relevant theories and concepts, apply them appropriately, and

develop their connections across the curriculum
To help students meet these objectives, the course should cover the following topics.
Topics
I. Constitutional Underpinnings of United States Government
The study of modern politics in the United States requires students to examine the kind of
government established by the Constitution, paying particular attention to federalism, the
separation of powers, and checks and balances.
Understanding these developments involves both knowledge of the historical situation
at the time of the Constitutional Convention and an awareness of the ideological and
philosophical traditions on which the framers drew. Such understanding addresses specific
concerns of the framers: for example, why did Madison fear factions? What were the reasons
for the swift adoption of the Bill of Rights? Familiarity with the United States Supreme Court’s
interpretation of key provisions of the Constitution will aid student understanding of theoretical
and practical features of federalism, separation of powers, and checks and balances. Students
should be familiar with a variety of theoretical perspectives relating to the Constitution, such as
democratic theory, theories of republican government, pluralism, and elitism.
II. Political Beliefs and Behaviors
Individual citizens hold a variety of beliefs about their government, its leaders, and the U.S.
political system in general; taken together, these beliefs form the foundation of U.S. political
culture. It is important for students to understand how these beliefs are formed, how they
evolve, and the processes by which they are transmitted. Students should know why U.S.
citizens hold certain beliefs about politics, and how families, schools, and the media act to
perpetuate or change these beliefs. Understanding the ways in which political culture affects
and informs political participation is also critical. For example, students should know that
individuals often engage in multiple forms of political participation, including voting, protest,
and mass movements. Students should understand why individuals engage in various forms of
political participation and how that participation may affect the political system.
Finally, it is essential that students understand what leads citizens to differ from one
another in their political beliefs and behaviors and the political consequences of these
differences. To understand these differences, students should focus on the demographic
features of the American population and the different views that people hold of the political
process. They should be aware of group differences in political beliefs and behavior. Students
should also understand how changes in political participation affect the political system.
III. Political Parties, Interest Groups, and Mass Media
Students should understand the mechanisms that allow citizens to organize and communicate
their interests and concerns. Among these are political parties, elections, political action
committees (PACs), interest groups, and the mass media. Students should examine the
significance of the historical evolution of the U.S. party system, the functions and structures of
political parties, and the effects they have on the political process. Examination of issues of
party reform and of campaign strategies and financing in the electronic age provides students
with important perspectives. A study of elections, election laws, and election systems on the
national and state levels will help students understand the nature of both party and individual
voting behavior. Treatment of the development and the role of PACs in elections and the
ideological and demographic differences between the two major parties, as well as third
parties, forms an important segment of this material.
Students must also consider the political roles played by a variety of lobbying and
interest groups. Important features of this section of the course include an explanation for why
some interests are represented by organized groups while others are not, and the
consequences of this difference in representation. Students study what interest groups do, how
they do it, and how this affects both the political process and public policy. Why are certain
segments of the population able to exert pressure on political institutions and actors in order to
obtain favorable policies?
The media are a major force in U.S. politics. Students are expected to understand the
role of the media in the political system. In addition, the impact of the media on public opinion,
voter perceptions, campaign strategies, electoral outcomes, agenda development, and the
images of officials and candidates should be explored and understood by students.
Understanding the often symbiotic and frequently conflictual relationship among candidates,
elected officials, and the media is also important. Students should be aware of the goals and
incentives of the media as an industry and how those goals influence the nature of news
coverage. They should also understand the consequences of the increasing concentration of
major media outlets in fewer hands, as well as the growing role of the Internet.
IV. Institutions of National Government
Students must become familiar with the organization and powers, both formal and informal, of
the major political institutions in the United States: the Congress, the presidency, the
bureaucracy, and the federal courts. Students should understand that these are separate
institutions sharing powers and the implications of that arrangement. The functions these
institutions perform and do not perform, as well as the powers that they do and do not possess,
are important. It is necessary for students to understand that power balances and relationships
between these institutions may evolve gradually or change dramatically as a result of crises.
Students are also expected to understand ties between the various branches of national
government and political parties, interest groups, the media, and state and local governments.
For example, a study of the conflicting interests and powers of the president and Congress may
help explain repeated struggles to adopt a national budget.
V. Public Policy
Public policy is the result of interactions and dynamics among actors, interests, institutions, and
processes. The formation of policy agendas, the enactment of public policies by Congress and
the president, and the implementation and interpretation of policies by the bureaucracy and
the courts are all stages in the policy process with which students should be familiar. Students
should also investigate policy networks and issue networks in the domestic and foreign policy
areas. The study of these will give students a clear understanding of the impact of federalism,
interest groups, parties, and elections on policy processes and policymaking in the federal
context. Students should be familiar with major public policies.
VI. Civil Rights and Civil Liberties
An understanding of United States politics includes the study of the development of individual
rights and liberties and their impact on citizens. Basic to this study is an analysis of the workings
of the United States Supreme Court and familiarity with its most significant decisions. Students
should examine judicial interpretations of various civil rights and liberties such as freedom of
speech, assembly, and expression; the rights of the accused; and the rights of minority groups
and women. For example, students should understand the legal, social, and political evolution
following the Supreme Court’s decisions regarding racial segregation. Students should also be
aware of how the Fourteenth Amendment and the doctrine of selective incorporation have
been used to extend protection of rights and liberties. Finally, it is important that students be
able to assess the strengths and weaknesses of Supreme Court decisions as tools of social
change.
CHAPTER 1
The Study of American Government
OBJECTIVES
The purpose of this chapter is to give the student a preview of the major questions to be asked throughout
the textbook and to introduce key terms. After reading and reviewing the material in this chapter the
student should be able to do each of the following:
1.
List the two basic questions to be asked about government in the United States (or any other nation)
and show that they are distinct questions.
2.
Explain what is meant by power, and by political power in particular. Relate the latter to authority,
legitimacy, and democracy.
3.
Distinguish among the two concepts of democracy mentioned in the chapter, explaining in which
sense the textbook refers to United States government as democratic.
4.
Differentiate between majoritarian politics and elitist politics, explaining the four major theories of
the latter.
5.
Explain how political change tends to make political scientists cautious in stating how politics
works or what values dominate it.
CHAPTER 2
The Constitution
OBJECTIVES
The purpose of this chapter is to introduce students to the historical context within which the United
States Constitution was written. After reading and reviewing the material in this chapter the student
should be able to do each of the following:
1.
Explain the notion of “higher law” by which the colonists felt they were entitled to certain “natural
rights.” List these rights.
2.
Compare the basis on which the colonists felt a government could be legitimate.
3.
List and discuss the shortcomings of government under the Articles of Confederation.
4.
Compare and contrast the Virginia and New Jersey plans, and show how they led to the “Great
Compromise.”
5.
Explain why separation of powers and federalism became key parts of the Constitution.
6.
Explain why a bill of rights was not initially included in the Constitution and why it was added.
7.
List and explain the two major types of constitutional reform advocated today, along with specific
reform measures.
CHAPTER 3
Federalism
OBJECTIVES
The central purpose of the chapter is to introduce the student to some of the complexities of federal
government in the United States—that is, one where both the national and state governments have powers
independent of one another. After reading and reviewing the material in this chapter, the student should
be able to do each of the following:
1.
Explain the difference between federal and centralized systems of government, and give examples
of each.
2.
Show how competing political interests at the Constitutional Convention led to the adoption of a
federal system that was not clearly defined.
3.
Outline the ways in which national and state powers have been interpreted by the courts.
4.
State the reasons why federal grants-in-aid to the states have been politically popular, and cite what
have proven to be their pitfalls. Distinguish between categorical grants and block grants.
5.
Distinguish between mandates and conditions of aid with respect to federal grant programs to states
and localities. Discuss whether or to what extent federal grants to the states have created uniform
national policies comparable to those of centralized governments.
6.
Evaluate the effect of devolution on relationships between the national and state governments.
Assess its implications for citizens as taxpayers and as clients of government programs.
CHAPTER 4
American Political Culture
OBJECTIVES
Previous chapters focused on the legal and historical aspects of the United States government. This
chapter concentrates instead on the somewhat less concrete notion of “political culture,” or the inherited
set of beliefs, attitudes, and opinions people (in this case, Americans) have about how their government
ought to operate. After reading and reviewing the material in this chapter the student should be able to do
each of the following:
1.
Define what scholars mean by political culture, and list some of the dominant aspects of political
culture in the United States.
2.
Discuss how American citizens compare with those of other countries in their political attitudes.
3.
List the contributions to United States political culture made by the Revolution, by the nation’s
religious heritages, and by the family. Explain the apparent absence of class consciousness in the
U.S.
4.
Define internal and external political efficacy, and explain how the level of each of these has varied
over the past generations.
CHAPTER 5
Civil Liberties
OBJECTIVES
This chapter examines the ways in which the courts have interpreted the Bill of Rights. It focuses on the
First Amendment and on criminal due process concerns. After reading and reviewing the material in this
chapter, the student should be able to do each of the following:
1.
Discuss the relationship of the Bill of Rights to the concept of majority rule, and give examples of
tension between majority rule and minority rights.
2.
Explain how the civil liberties may at times be a matter of majoritarian politics and offer several
examples.
3.
Explain how the structure of the federal system affects the application of the Bill of Rights.
4.
Describe how the Supreme Court has used the Fourteenth Amendment to expand coverage in the
federal system. Discuss changing conceptions of the due process clause of the Fourteenth
Amendment.
5.
List the categories under which the Supreme Court may classify “speech.” Explain the distinction
between “protected” and “unprotected” speech and name the various forms of expression that are
not protected under the First Amendment. Describe the test used by the Court to decide the
circumstances under which freedom of expression may be qualified.
6.
State what the Supreme Court decided in Miranda v. Arizona, and explain why that case illustrates
how the Court operates in most such due process cases.
CHAPTER 6
Civil Rights
OBJECTIVES
This chapter focuses on two of the most intense and protracted struggles for civil rights in recent times:
that of African Americans and that of women. It also reviews the controversies that have appeared in
regard to affirmative action and gay rights. After reading and reviewing the material in this chapter, the
student should be able to do each of the following:
1.
Contrast the experience of economic interest groups with that of African American groups in
obtaining satisfaction for their interests from the government. Indicate why in most circumstances
the African American civil rights movement involved interest group rather than client politics.
Describe the strategies used by African American leaders and explain why the civil rights
movement has become more conventional.
2.
Summarize the legal struggles of African Americans to secure rights under the Fourteenth
Amendment, and indicate how the Court construed that amendment in the civil rights cases. Discuss
the NAACP strategy of litigation, and indicate why it was suited to the political circumstances.
Summarize the rulings in Brown v. Board of Education and compare them with those in Plessy v.
Ferguson.
3.
Discuss the rationale used by the Supreme Court in ordering busing to achieve desegregation.
Explain the apparent inconsistency between Brown and Charlotte-Mecklenburg. Indicate why these
decisions are not inconsistent and explain why the courts chose busing as an equitable remedy to de
jure segregation.
4.
Trace the campaign launched by African Americans for civil rights laws. Discuss the conflict
between the agenda-setting and the coalition-building aspects of the movement. Demonstrate how
civil rights advocates overcame resistance in Congress.
5.
Describe the differences between the African American civil rights movement and the women’s
movement. Indicate the various standards used by the courts in interpreting the Fourteenth
Amendment, and explain how these standards differ depending on whether African Americans or
women are involved.
6.
Explain why the Equal Rights Amendment was not ratified, despite strong congressional and
popular support. Discuss the changing agenda of the women’s movement.
7.
Explain what is meant by “affirmative action,” and discuss how the ideals of equality of opportunity
and equality of result play roles in the debate surrounding affirmative action.
8.
What is meant by “gay rights”? Discuss the role of the states in the gay rights movement. Explain
the difference between gay marriage and civil unions.
CHAPTER 7
Public Opinion
OBJECTIVES
The purpose of this chapter is to explore what we mean by public opinion and to ask what sort of effects
public opinion has on our supposedly democratic form of government. After reading and reviewing the
material in this chapter, the student should be able to do each of the following:
1.
List the sources of our political attitudes and indicate which are the most important.
2.
Explain why there are crosscutting cleavages between liberals and conservatives in this country.
Assess the significance of race, ethnicity, and gender in explaining political attitudes.
3.
Define political ideology and give reasons why most Americans do not think ideologically.
Summarize the liberal and conservative positions on the economy, civil rights, and political conduct.
4.
Discuss the basic elements of polling and explain how polling reflects the attitudes of people
generally.
CHAPTER 8
Political Participation
OBJECTIVES
This chapter reviews the much-discussed lack of voter turnout and of other forms of political participation
in the United States. After reading and reviewing the material in this chapter, the student should be able to
do each of the following:
1.
Explain why the text believes that the description, the analysis, and many of the proposed remedies
for low voter turnout rates in the United States are generally off base.
2.
Compare the way that turnout statistics are tabulated for the United States and for other countries,
and explain the significance of these differences.
3.
Describe how control of the elections has shifted from the states to the federal government, and
explain what effect this shift has had on Blacks, women, and youth.
4.
State both sides of the debate over whether voter turnout has declined over the past century, and
describe those factors that tend to hold down voter turnout in the United States.
5.
Discuss those factors that appear to be associated with high or low political participation.
CHAPTER 9
Political Parties
OBJECTIVES
This chapter examines political parties, with an emphasis on the two-party system that has evolved in the
United States. After reading and reviewing the material in this chapter, the student should be able to do
each of the following:
1.
Define the term political party and contrast the structures of the European and American parties,
paying particular attention to the federal structure of the United States system and the concept of
party identification.
2.
Trace the development of the United States party system through its four periods. Explain why
parties have been in decline since the New Deal.
3.
Describe the structure of a major party. Distinguish major from minor parties.
4.
Indicate whether there are major differences between the parties. Describe some of the issue
differences between delegates at Democratic and Republican conventions, and compare these
differences with those of the party rank and file.
CHAPTER 10
Elections and Campaigns
OBJECTIVES
This chapter focuses on the process of campaigning involved in each type of election. After reading and
reviewing the material in this chapter, the student should be able to do each of the following:
1.
Demonstrate the differences between the party-oriented campaigns of the nineteenth century and the
candidate-oriented ones of today, contrasting the major elements of successful campaigns.
2.
Discuss how important campaign funding is to election outcomes, what the major sources of such
funding are under current laws and how successful reform legislation has been in removing
improper monetary influences from United States elections.
3.
Outline the processes for electing presidents and for electing members of Congress, and discuss how
the major differences between the two types of contests shape who runs and how it affects their
campaign strategy.
4.
Describe what the Democrats and Republicans each must do to put together a successful national
coalition to win an election.
5.
Outline the major arguments on either side of the question of whether elections do or do not result in
major changes in public policy in the United States.
CHAPTER 11
Interest Groups
OBJECTIVES
The purpose of this chapter is to survey the wide variety of interest groups that operate in the United
States and to assess their impact on the political system. After reading and reviewing the material in this
chapter, the student should be able to do each of the following:
1.
Explain why the characteristics of United States society and government encourage a multiplicity of
interest groups.
2.
Indicate the historical conditions under which interest groups are likely to form and specify the
kinds of organizations Americans are most likely to join.
3.
Describe relations between leaders and rank-and-file members of groups, including why members’
priorities may not determine the leaders’ actions.
4.
Describe several methods that interest groups use to formulate and carry out their political
objectives, especially the lobbying techniques used to gain public support. Explain why courts have
become an important forum for public-interest groups.
5.
List the laws regulating conflict of interest and describe the problems involved with revolving door
government employment. Describe the balance between the First Amendment’s freedom of
expression and the need to prevent corruption in the political system.
CHAPTER 12
The Media
OBJECTIVES
This chapter examines the historical evolution and present status of relations between the government and
the news media. After reading and reviewing the material in this chapter, the student should be able to do
each of the following:
1.
Describe the evolution of journalism in United States political history and indicate the differences
between the party press and the mass media of today.
2.
Demonstrate how the characteristics of the electronic media have affected the actions of public
officials and candidates for national office.
3.
Describe the impact of the pattern of ownership and control of the media on the dissemination of
news. Show how wire services and TV networks have affected national news coverage. Discuss the
impact of the “national press.”
4.
Discuss the issue of “media bias” and how this bias might manifest itself. Assess the impact of such
bias, if it exists, on the electorate.
5.
Assess the impact of the media on politics and indicate why it is so difficult to find evidence that
can be used to make a meaningful and accurate assessment. Explain why the executive branch
probably benefits at the expense of Congress.
CHAPTER 13
Congress
OBJECTIVES
The purpose of this chapter is to describe the roles and organization of Congress. After reading and
reviewing the material in this chapter, the student should be able to do each of the following:
1.
Explain the differences between a congress and a parliament and delineate the role that the Framers
expected the United States Congress to play.
2.
Pinpoint the significant eras in the evolution of Congress.
3.
Describe the characteristics of members of Congress and outline the process for electing members
of Congress.
4.
Identify the functions that party affiliation plays in the organization of Congress.
5.
Describe the formal process by which a bill becomes a law.
6.
Identify the factors that help to explain why a member of Congress votes as he or she does.
CHAPTER 14
The Presidency
OBJECTIVES
This chapter studies the chief executive, considering the powers of the presidential office and the
structures that constitute the presidency. After reading and reviewing the material in this chapter, the
student should be able to do each of the following:
1.
Explain the differences between the positions of president and prime minister.
2.
Discuss the approach taken by the Founders in regard to executive power.
3.
Sketch the evolution of the presidency from 1789 to the present.
4.
List and describe the various offices that make up the executive branch.
5.
Review discussions of presidential character, and explain how these relate to the achievements in
office of various presidents.
6.
Enumerate and discuss the various facets—formal and informal—of presidential power.
CHAPTER 15
The Bureaucracy
OBJECTIVES
In this chapter, both the distinctiveness and the size of the federal government bureaucracy are examined.
After reading and reviewing the material in this chapter, the student should be able to do each of the
following:
1.
Compare and contrast the United States and British models of government bureaucracy.
2.
Sketch the history of the executive branch bureaucracy and the different uses to which it has been
put.
3.
Discuss the recruitment, retention, and demographic profiles of federal bureaucrats.
4.
Show how the roles and missions of the agencies are affected by internal and external factors.
5.
Review congressional measures to control the bureaucracy and evaluate their effectiveness.
6.
List the “pathologies” that may affect bureaucracies and discuss why it is so difficult to reform the
executive branch bureaucracy.
CHAPTER 16
The Judiciary
OBJECTIVES
This chapter introduces the student to the final branch of United States government: the courts. After
reading and reviewing the material in this chapter, the student should be able to do each of the following:
1.
Explain what judicial review is and trace its origins.
2.
List and comment on the three eras of varying Supreme Court influences on national policy.
3.
Explain what is meant by a dual court system and describe its effects on how cases are processed,
decided, and appealed.
4.
List the various steps that cases go through to reach the Supreme Court and explain the
considerations involved at each step.
5.
Discuss the dimensions of power exercised today by the Supreme Court and the opposing
viewpoints on an activist Supreme Court.
CHAPTER 17
The Policy-Making Process
OBJECTIVES
In this chapter, we move from the study of political and governmental institutions (president, Congress,
courts, etc.) to the study of the policies that those institutions have produced. After reading and reviewing
the material in this chapter, the student should be able to do each of the following:
1.
Explain how certain issues at certain times are placed on the political agenda for action.
2.
Define the terms “costs,” “benefits,” and “perceived” as used in this chapter.
3.
Use the above terms to explain the four types of politics presented in the text: majoritarian, client,
interest group, and entrepreneurial, giving examples of each.
4.
Discuss the roles played in the process of public policy formation by people’s perceptions, beliefs,
interests, and values.
CHAPTER 18
Economic Policy
OBJECTIVES
The purpose of this chapter is to introduce the student to the theories and substance of economic policy.
After reading and reviewing the material in this chapter, the student should be able to do each of the
following:
1.
Show how voters have contradictory attitudes regarding their own and others’ economic
circumstances.
2.
Discuss the origin of the national deficit, its magnitude, and the various approaches to solving
deficit spending.
3.
List and briefly explain four competing economic theories. Assess the nature and impact of
Reaganomics.
4.
List the four major executive branch agencies involved in setting economic policy and explain the
role of each.
5.
Analyze federal fiscal policy in terms of the text’s four categories of policy-making politics.
6.
Trace the history of federal government budgeting practices.
CHAPTER 19
Social Welfare
OBJECTIVES
This chapter covers over seventy years of efforts to establish, maintain, expand, or cut major government
programs that give, or claim to give, help to individuals in need. After reading and reviewing the material
in this chapter, the student should be able to do each of the following:
1.
Describe the four factors that shape the American approach to welfare policy, and discuss why this
system is quite different from those found in European nations.
2.
Describe the major elements of the system, including the Social Security Act of 1935, the Medicare
Act of 1965, the abolition of the Aid to Families with Dependent Children (AFDC) program, and
the development of the Temporary Assistance to Needy Families (TANF) program.
3.
Explain why some welfare policies involve majoritarian politics, while others involve client politics.
Give examples and indicate the political consequences of each.
4.
Discuss the politics of welfare reform.
CHAPTER 20
Foreign Policy and Military Policy
OBJECTIVES
This chapter presents a survey of selected topics in United States foreign policy; and explores the
structures and policies for making military policy. After reading and reviewing the material in this
chapter, the student should be able to do each of the following:
1.
List the constitutional powers of the president and compare them with the authority of Congress in
foreign affairs. Explain why the president now has a larger role than the Framers necessarily
intended.
2.
Explain why checks on the powers of the national government in foreign affairs are primarily
political rather than constitutional.
3.
Give reasons for the volatility of public opinion on foreign affairs. Describe the problems that the
president may face, using public opinion on the Vietnam War as an example.
4.
Explain the worldview concept and describe the containment strategy of George Kennan.
Summarize essential elements of the anti-appeasement, disengagement, and human-rights
worldviews.
5.
Analyze the key allocative decisions about the defense budget. Explain how the congressional role
in deciding on weapons systems has changed in recent years.
6.
Explain why the 1947 and 1949 Defense Reorganization Acts did not merge the armed services.
Review the present structure of the department, and explain how it contributes to inter-service
rivalries. Discuss the reforms adopted in 1986 and the challenges the services confront in fighting
the war on terrorism.
7.
Explain why the cost-overrun problem is due to bureaucratic and political factors, and describe
proposed reforms of the system.
CHAPTER 21
Environmental Policy
OBJECTIVES
This chapter presents several case studies, focusing on the different coalitions that mobilize in response to
different environmental problems. After reading and reviewing the material in this chapter, the student
should be able to do the following:
1.
List three reasons why environmental policy tends to be so controversial and provide examples of
each.
2.
Describe the role of (a) the United States political system and (b) local politics in shaping
environmental policy. Contrast these with environmental policy-making in Britain.
3.
Describe the role of entrepreneurial politics in the government’s response to global warming.
4.
Describe the role of majoritarian politics in the government’s efforts to reduce automobile
emissions. Explain why majoritarian politics has worked in some cases and not in others.
5.
Describe the role of interest-group politics in the government’s efforts to resolve the acid rain
controversy. List proposed alternative solutions and outline the terms of the compromise reached by
Congress and the Bush administration.
6.
Describe the role of client politics in the government’s efforts to regulate the use of agricultural
pesticides and logging in U.S. forests.
CHAPTER 22
Who Governs?
OBJECTIVES
This chapter reviews the purposes and goals of government in the United States, identifying political
patterns of change throughout the twentieth century. After reading and reviewing the material in this
chapter, the student should be able to do each of the following:
1.
Identify the key factors associated with the growth of government.
2.
Describe the restraints on the growth of government.
3.
Discuss the consequences of activist government.
4.
Assess the influence of the political structure and of ideas on the process of serving some goals
rather than others.